A General Framework for Teaching Software Engineering and Improving Collaboration Skills in Multidisciplinary Teams

  • Dionysis Goularas Yeditepe University
  • Mert Ozkaya Yeditepe University
  • Tacha Serif Yeditepe University
  • Sezer Goren Yeditepe University
Keywords: Software Engineering, Multidisciplinary projects, Education

Abstract

International Engineering Accreditation (IEA) organizations measure, ensure and improve the quality of the engineering education in many colleges and universities worldwide. Multidisciplinary projects are required by the criteria of IEA organizations due to their contribution in students’ learning skills improvement.

This paper presents a framework for Software Engineering Education based on the IEA criteria. So, a multidisciplinary project between computer engineers and designers is presented aiming to improve student’s understanding of software processes and increase their communication skills in multidisciplinary teams. The project includes the creation of a game application running on mobile phones. Computer engineer students form multidisciplinary teams, are assigned with distinct responsibilities, follow specific software engineering processes, participate on meetings and communicate via web-based project management tools. Their evaluation is made according to the IEA outcomes.

As the results show, a multidisciplinary project structured according to specific IEA outcomes ensures students’ skills in software processes and give them an overall satisfaction. According to students’ surveys and overall project experience, methods and procedures for developing collaboration skills in multidisciplinary projects are necessary. The creation of a profession learning seminar improved student’s communication skills thus showing that additional methods towards this direction need to be further designed and tested.

Published
2021-07-30
How to Cite
[1]
D. Goularas, M. Ozkaya, T. Serif, and S. Goren, “A General Framework for Teaching Software Engineering and Improving Collaboration Skills in Multidisciplinary Teams”, JAST, vol. 14, no. 2, pp. 155-167, Jul. 2021.
Section
Articles